Bohemia and Moravia, today part of the Czech Republic, was the first territory with a majority of non-German speakers occupied by Hitler's Third Reich on the eve of the World War II. Tens of thousands of Jewish inhabitants in the so called Protectorate of Bohemia and Moravia soon felt the tragic consequences of Nazi racial politics. Not all Czechs, however, remained passive bystanders during the genocide. After the destruction of Czechoslovakia in 1938-39, Slovakia became a formally independent but fully subordinate satellite of Germany. Despite the fact it was not occupied until 1944, Slovakia paid Germany to deport its own Jewish citizens to extermination camps. About 270,000 out of the 360,000 Czech and Slovak casualties of World War II were victims of the Holocaust. Despite these statistics, the Holocaust vanished almost entirely from post-war Czechoslovak, and later Czech and Slovak, historical cultures. The communist dictatorship carried the main responsibility for this disappearance, yet the situation has not changed much since the fall of the communist regime. The main questions of this study are how and why the Holocaust was excluded from the Czech and Slovak history.

Over the last seventy years, memories and narratives of the Holocaust have played a significant role in constructing Jewish communities. The author explores one field where these narratives are disseminated: Holocaust pedagogy in Jewish schools in Melbourne and New York. Bringing together a diverse range of critical approaches, including memory studies, gender studies, diaspora theory, and settler colonial studies, Anxious Histories complicates the stories being told about the Holocaust in these Jewish schools and their broader communities. It demonstrates that an anxious thread runs throughout these historical narratives, as the pedagogy negotiates feelings of simultaneous belonging and not-belonging in the West and in Zionism. In locating that anxiety, the possibilities and the limitations of narrating histories of the Holocaust are opened up once again for analysis, critique, discussion, and development.

In Central Europe, limited success in revisiting the role of science in the segregation of Roma reverberates with the yet-unmet call for contextualizing the impact of ideas on everyday racism. This book attempts to interpret such a gap as a case of epistemic injustice. It underscores the historical role of ideas in race-making and provides analytical lenses for exploring cross-border transfers of whiteness in Central Europe. In the case of Roma, the scientific argument in favor of segregation continues to play an outstanding role due to a long-term focus on the limited educability of Roma. The authors trace the long-term interrelation between racializing Roma and the adaptation by Central European scholars of theories legitimizing segregation against those considered non-white, conceived as unable to become educated or "civilized." Along with legitimizing segregation, sterilization and even extermination, theorizing ineducability has laid the groundwork for negating the capacity of Roma as subjects of knowledge. Such negation has hindered practices of identity and quite literally prevented Roma in Central Europe from becoming who they are. This systematic epistemic injustice still echoes in contemporary attempts to historicize Roma in Central Europe. The authors critically investigate contemporary approaches to historicize Roma as reproducing whiteness and inevitably leading to various forms of epistemic injustice. The methodological approach herein conceptualizes critical whiteness as a practice of epistemic justice targeted at providing a sustainable platform for reflecting upon the impact of the past on the contemporary situation of Roma.

Between 1935 and 1940, the Nazis incorporated large portions of Europe into the German Reich. The contributors to this volume analyze the evolving anti-Jewish policies in the annexed territories and their impact on the Jewish population, as well as the attitudes and actions of non-Jews, Germans, and indigenous populations. They demonstrate that diverse anti-Jewish policies developed in the different territories, which in turn affected practices in other regions and even influenced Berlin's decisions. Having these systematic studies together in one volume enables a comparison - based on the most recent research - between anti-Jewish policies in the areas annexed by the Nazi state. The results of this prizewinning book call into question the common assumption that one central plan for persecution extended across Nazi-occupied Europe, shifting the focus onto differing regional German initiatives and illuminating the cooperation of indigenous institutions.

Holocaust Narratives: Trauma, Memory and Identity Across Generations analyzes individual multi-generational frameworks of Holocaust trauma to answer one essential question: How do these narratives change to not only transmit the trauma of the Holocaust - and in the process add meaning to what is inherently an event that annihilates meaning - but also construct the trauma as a connector to a past that needs to be continued in the present? Meaningless or not, unspeakable or not, unknowable or not, the trauma, in all its impossibilities and intractabilities, spawns literary and scholarly engagement on a large scale. Narrative is the key connector that structures trauma for both individual and collective.

'Memories After My Death' is the story of Tommy Lapid, a well-loved and controversial Israeli figure who saw the development of the country from all angles over its first sixty years. From seeing his father taken away to a concentration camp to arriving in Tel Aviv at the birth of Israel, Tommy Lapid lived every major incident of Jewish life since the 1930s first-hand. This sweeping narrative is mesmerizing for anyone with an interest in how Israel became what it is today. Lapid's uniquely unorthodox opinions - he belonged to neither left nor right, was Jewish, but vehemently secular - expose the many contradictions inherent in Israeli life today.

Commentary on memorials to the Holocaust has been plagued with a sense of "monument fatigue", a feeling that landscape settings and national spaces provide little opportunity for meaningful engagement between present visitors and past victims. This book examines the Holocaust via three sites of murder by the Nazis: the former concentration camp at Buchenwald, Germany; the mass grave at Babi Yar, Ukraine; and the razed village of Lidice, Czech Republic. Bringing together recent scholarship from cultural memory and cultural geography, the author focuses on the way these violent histories are remembered, allowing these sites to emerge as dynamic transcultural landscapes of encounter in which difficult pasts can be represented and comprehended in the present. This leads to an examination of the role of the environment, or, more particularly, the ways in which the natural environment, co-opted in the process of killing, becomes a medium for remembrance.

THE INTERNATIONAL BESTSELLER 'Hums with living history, human warmth and indignation' New York Times Less a mystery unsolved than a secret well kept The mystery has haunted generations since the Second World War: Who betrayed Anne Frank and her family? And why? Now, thanks to radical new technology and the obsession of a retired FBI agent, this book offers an answer. Rosemary Sullivan unfolds the story in a gripping, moving narrative. Over thirty million people have read The Diary of a Young Girl, the journal teenaged Anne Frank kept while living in an attic with her family and four other people in Amsterdam during World War II, until the Nazis arrested them and sent them to a concentration camp. But despite the many works - journalism, books, plays and novels - devoted to Anne's story, none has ever conclusively explained how these eight people managed to live in hiding undetected for over two years - and who or what finally brought the Nazis to their door. With painstaking care, retired FBI agent Vincent Pankoke and a team of indefatigable investigators pored over tens of thousands of pages of documents - some never before seen - and interviewed scores of descendants of people familiar with the Franks. Utilising methods developed by the FBI, the Cold Case Team painstakingly pieced together the months leading to the infamous arrest - and came to a shocking conclusion. The Betrayal of Anne Frank: A Cold Case Investigation is the riveting story of their mission. Rosemary Sullivan introduces us to the investigators, explains the behaviour of both the captives and their captors and profiles a group of suspects. All the while, she vividly brings to life wartime Amsterdam: a place where no matter how wealthy, educated, or careful you were, you never knew whom you could trust.

Remembering the Holocaust in Educational Settings brings together a group of international experts to investigate the relationship between Holocaust remembrance and different types of educational activity through consideration of how education has become charged with preserving and perpetuating Holocaust memory and an examination of the challenges and opportunities this presents. The book is divided into two key parts. The first part considers the issues of and approaches to the remembrance of the Holocaust within an educational setting, with essays covering topics such as historical culture, genocide education, familial narratives, the survivor generation, and memory spaces in the United States, United Kingdom, and Germany. In the second part, contributors explore a wide range of case studies within which education and Holocaust remembrance interact, including young people's understanding of the Holocaust in Germany, Polish identity narratives, Shoah remembrance and education in Israel, the Holocaust and Genocide Centre of Education and Memory in South Africa, and teaching at Deakin University, Melbourne, Australia. An international and interdisciplinary exploration of how and why the Holocaust is remembered through educational activity, Remembering the Holocaust in Educational Settings is the ideal book for all students, scholars, and researchers of the history and memory of the Holocaust as well as those studying and working within Holocaust education.

Upon presenting the 1986 Nobel Prize for Peace to Elie Wiesel, Egil Aarvick, chairman of the Norwegian Nobel Prize Committee, hailed him as "a messenger to mankind--not with a message of hate and revenge but with one of brotherhood and atonement." Elie Wiesel: Messenger to All Humanity, first published in 1983, echoes this theme and still affirms that message, a call to both Christians and Jews to face the tragedy of the Holocaust and begin again.

This book follows Chagall's life through his art and his understanding of the role of the artist as a political being. It takes the reader through the different milieus of the nineteenth and twentieth centuries - including the World Wars and the Holocaust - to present a unique understanding of Chagall's artistic vision of peace in an age of extremes. At a time when all identities are being subsumed into a "national" identity, this book makes the case for a larger understanding of art as a way of transcending materiality. The volume explores how Platonic notions of truth, goodness, and beauty are linked and mutually illuminating in Chagall's work. A "spiritual-humanist" interpretation of his life and work renders Chagall's opus more transparent and accessible to the general reader. It will be essential reading for students of art and art history, political philosophy, political science, and peace studies.

The Final Solution clarifies the key questions surrounding the attempt by the Nazis to exterminate the Jews. Drawing on important new research, these authoritative essays focus on the preconditions and antecedents for the 'Final Solution' and examine the immediate origins of the genocidal decision.
Contributors also examine the responses of peoples and governments in Germany, occupied Europe, the USA and among Jews worldwide. The controversial conversions of this study challenge many of our accepted ideas about the period.

eBook available with sample pages: 0203206312

The growing field of Holocaust studies confronts a world wracked by antisemitism, immigration and refugee crises, human rights abuses, mass atrocity crimes, threats of nuclear war, the COVID-19 (coronavirus disease 2019) pandemic, and environmental degradation. What does it mean to advance Holocaust studies-what are learning and teaching about the Holocaust for-in such dire straits? Vast resources support study and memorialization of the Holocaust. What assumptions govern that investment? What are its major successes and failures, challenges and prospects? Across thirteen chapters, Advancing Holocaust Studies shows how leading scholars grapple with those tough questions.

The growing field of Holocaust studies confronts a world wracked by antisemitism, immigration and refugee crises, human rights abuses, mass atrocity crimes, threats of nuclear war, the COVID-19 (coronavirus disease 2019) pandemic, and environmental degradation. What does it mean to advance Holocaust studies-what are learning and teaching about the Holocaust for-in such dire straits? Vast resources support study and memorialization of the Holocaust. What assumptions govern that investment? What are its major successes and failures, challenges and prospects? Across thirteen chapters, Advancing Holocaust Studies shows how leading scholars grapple with those tough questions.

During the last few decades there has been a growing recognition of the great role that remembering and collective memory play in forming the historical awareness. In addition, the dominant national form of history writing also met some challenges on the side of a transnational approach to the past. In A Nation Divided by History and Memory, a prominent Hungarian historian sheds light on how Hungary's historical image has become split as a consequence of the differences between the historian's conceptualisation of national history and its diverse representations in personal and collective memory. The book focuses on the shocking experiences and the intense memorial reactions generated by a few key historical events and the way in which they have been interpreted by the historical scholarship. The argument of A Nation Divided by History and Memory is placed into the context of an international historical discourse. This pioneering work is essential and enlightening reading for all historians, many sociologists, political scientists, social psychologists and university students.

Filled with new elements that challenge common scholarly theses, this book acquaints the reader with the "Jewish problem" of Sociology and provides what this academic discipline urgently needs: a one-volume history of 'the Sociology of the Holocaust'. The story of why and how the sociologists as well as the school of sociological thoughts came to confront the event has never been entirely told. However, the focus is on the "alleged delay of Sociology" in the comprehension of the Jewish genocide. Did this delay really exist? To this and other arising questions, this book tries to answer: the delay could be an half truth. The volume offers original insights on the nature of American Sociology with implications for the post-Holocaust Sociology development.

A widely celebrated intellectual historian of twentieth-century Europe, Anson Rabinbach is one of the most important scholars of National Socialism working over the last forty years. This volume collects, for the first time, his pathbreaking work on Nazi culture, antifascism, and the after-effects of Nazism on postwar German and European culture. Historically detailed and theoretically sophisticated, his essays span the aesthetics of production, messianic and popular claims, the ethos that Nazism demanded of its adherents, the brilliant and sometimes successful efforts of antifascist intellectuals to counter Hitler's rise, the most significant concepts to emerge out of the 1930s and 1940s for understanding European authoritarianism, the major controversies around Nazism that took place after the regime's demise, the philosophical claims of postwar philosophers, sociologists and psychoanalysts-from Theodor Adorno to Hannah Arendt and from Alexander Kluge to Klaus Theweleit-and the role of Auschwitz in European history.

This book analyses the portrayals of the Holocaust in newspaper cartoons, educational pamphlets, short stories and graphic novels. Focusing on recognised and lesser-known illustrators from Europe and beyond, the volume looks at autobiographical and fictional accounts and seeks to paint a broader picture of Holocaust comic strips from the 1940s to the present. The book shows that the genre is a capacious one, not only dealing with the killing of millions of Jews but also with Jewish lives in war-torn Europe, the personal and transgenerational memory of the Second World War and the wider national and transnational legacies of the Shoah. The chapters in this collection point to the aesthetic diversity of the genre which uses figurative and allegorical representation, as well as applying different stylistics, from realism to fantasy. Finally, the contributions to this volume show new developments in comic books and graphic novels on the Holocaust, including the rise of alternative publications, aimed at the adult reader, and the emergence of state-funded educational comics written with young readers in mind. This book was originally published as a special issue of the Journal of Modern Jewish Studies.

The year 2016 marked the twenty-fifth anniversary of statutory teaching and learning about the Holocaust in English state-maintained schools, which was introduced with the first English National Curriculum in 1991. The year 2016 also saw the publication of the largest empirical research study on Holocaust education outcomes - the UCL Centre for Holocaust Education's What Do Students Know and Understand About the Holocaust? This book presents a systematic reflection on the outcomes of this quarter-century of Holocaust education in England and the Centre's wider work to reflect on the forms and the limitations of children's knowledge about the Holocaust and of English Holocaust education resources. These papers are then contextualised in two ways: through papers that situate English Holocaust education historiographically and in England's wider Holocaust culture; and through papers from America, Switzerland, and Germany that place the UCL Centre for Holocaust Education's findings in a wider and comparative perspective. Overall, the book presents unique empirical insights into teaching and learning processes and outcomes in Holocaust education and enables these to be theorised and explored systematically. The chapters in this book were originally published as a special issue of Holocaust Studies: A Journal of Culture and History.

Nazis, fascists and voelkisch conservatives in different European countries not only cooperated internationally in the fields of culture, science, economy, and persecution of Jews, but also developed ideas for a racist and ethno-nationalist Europe under Hitler. The present volume attempts to combine an analysis of Nazi Germany's transnational relations with an evaluation of the discourse that accompanied these relations.

Enacting History is a practical guide for educators that provides methodologies and resources for teaching the Holocaust through a variety of theatrical means, including scripted texts, verbatim testimony, devised theater techniques and process-oriented creative exercises. A close collaboration with the USC Shoah Foundation I Witness program and the National Jewish Theater Foundation Holocaust Theater International Initiative at the University of Miami Miller Center for Contemporary Judaic Studies resulted in the ground-breaking work within this volume. The material facilitates teaching the Holocaust in a way that directly connects students to individual people and historical events through the art of theater. Each section is designed to help middle and high school educators meet curricular goals, objectives and standards and to integrate other educational disciplines based upon best practices. Students will gain both intellectual and emotional understanding by speaking the words of survivors, as well as young characters in scripted scenes, and developing their own performances based on historical primary sources. This book is an innovative and invaluable resource for teachers and students of the Holocaust; it is an exemplary account of how the power of theater can be harnessed within the classroom setting to encourage a deeper understanding of this defining event in history.

Enacting History is a practical guide for educators that provides methodologies and resources for teaching the Holocaust through a variety of theatrical means, including scripted texts, verbatim testimony, devised theater techniques and process-oriented creative exercises. A close collaboration with the USC Shoah Foundation I Witness program and the National Jewish Theater Foundation Holocaust Theater International Initiative at the University of Miami Miller Center for Contemporary Judaic Studies resulted in the ground-breaking work within this volume. The material facilitates teaching the Holocaust in a way that directly connects students to individual people and historical events through the art of theater. Each section is designed to help middle and high school educators meet curricular goals, objectives and standards and to integrate other educational disciplines based upon best practices. Students will gain both intellectual and emotional understanding by speaking the words of survivors, as well as young characters in scripted scenes, and developing their own performances based on historical primary sources. This book is an innovative and invaluable resource for teachers and students of the Holocaust; it is an exemplary account of how the power of theater can be harnessed within the classroom setting to encourage a deeper understanding of this defining event in history.

This is a sweeping survey of how global filmmakers have treated the subject of the Holocaust. When representing the Holocaust, the slightest hint of narrative embellishment strikes contemporary audiences as somehow a violation against those who suffered under the Nazis. This anxiety is, at least in part, rooted in Theodor Adorno's dictum that 'To write poetry after Auschwitz is barbaric'. And despite the fact that he later reversed his position, the conservative opposition to all 'artistic' representations of the Holocaust remains powerful, leading to the insistent demand that it be represented, as it really was. And yet, whether it's the girl in the red dress or a German soldier belting out Bach on a piano during the purge of the ghetto in "Schindler's List", or the use of tracking shots in the documentaries "Shoah" and "Night and Fog", all genres invent or otherwise embellish the narrative to locate meaning in an event that we commonly refer to as 'unimaginable'. This wide-ranging book surveys and discusses the ways in which the Holocaust has been represented in cinema, covering a deep cross-section of both national cinemas and genres.

SS Kommandant Rudolph Hoss (1900-1947) was history's greatest mass murderer, personally supervising the extermination of approximately two million people, mostly Jews, at the death camp in Auschwitz, Poland. "Death Dealer" is a new, unexpurgated translation of Hoss's autobiography, written before, during, and after his trial. This edition includes rare photos, the minutes of the Wannsee Conference (where the Final Solution was decided and coordinated), original diagrams of the camps, a detailed chronology of important events at Auschwitz-Birkenau, Hoss's final letters to his family, and a new foreword by Auschwitz survivor Primo Levi. "Death Dealer" stands as one of the most important--and chilling--documents of the Holocaust.